ERIC Number: ED541075
Record Type: Non-Journal
Publication Date: 2013-Apr-2
Abstractor: As Provided
Reference Count: 16
Ongoing Professional Development: The Prerequisite for and Continuation of Successful Inclusion Meeting the Academic Needs of Special Students in Public Schools
Costley, Kevin C.
Educational reform is constantly changing the ways teachers teach their students according to mandated reforms. Some teachers are in favor of reform and embrace it fully; some do not. Some reforms in education improve teaching and learning; some do not. Presently, there is a desperate need for reform in the area of special education concerning professional development implementing inclusion in public school classrooms. The common procedure is to form teams to write individual education programs (IEPs) with modifications and accommodations for those students identified with one or more designated disabilities. These same students are included most, if not all of the day, in the regular education classrooms. In many schools, there is a lack of communication after the writing of the IEP and little if no communication or support from the special education teacher for the regular education teacher. This article speaks to this re-occurring practice (or lack thereof) and the need for carefully planned professional development for inclusionary practices. It is believed that many teachers want this type of improved communication/training; the literature reveals that teachers are more than willing to work with special education students in their regular classrooms with proper training, a collaborative effort, and sound, practical advice.
Descriptors: Disabilities, Special Education, Professional Development, Individualized Education Programs, Special Education Teachers, Public Schools, Special Needs Students, Student Needs, Teacher Improvement, Inclusion, Regular and Special Education Relationship, Teacher Collaboration, Interpersonal Communication
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A